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Designing Quality Middle School Master Schedules
Michael D. Rettig
Professor EmeritusJames Madison University
P.O. Box 203 Crozet, VA 22932
434-249-3024rettigmd@jmu.edu
schoolschedulingassociates.com
Introduction and History
8 Guiding Questions
Scheduling Ideas
Planning Process
Staff Development
How to Fail!
Work…
AGENDA
Single Period Schedule Trends
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-2003
2003-2004
2004-2005
2005-2006
6 period 55 52 42 35 24 12 9 6 7 8 8 6
7 period 133 104 79 72 69 74 70 66 64 66 66 60
8 period 3 0 0 0 0 0 0 0 0 0 0 0
Total 191 156 121 107 93 86 79 72 71 74 74 66
Block Scheduling Trends
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-2003
2003-2004
2004-2005
2005-2006
6 A/B 16 13 12 14 7 5 6 6 7 7 0 0
7 A/B 39 52 69 74 86 82 90 92 89 89 94 89
8 A/B 10 6 8 10 11 22 27 31 34 38 42 58
4 x 4 28 58 78 84 93 97 94 95 100 97 93 95
Other 4 5 4 5 5 6 6 6 2 3 3 3
Total 97 134 171 187 202 212 223 230 232 234 232 245
SUMMARY OF THE SCHEDULING TRENDS IN VIRGINIA
HIGH SCHOOLS 1994-2006
8 GUIDING QUESTIONS WHICH HELP US REVISIT
THE MISSION AND GOALS OF MIDDLE SCHOOLS
1. What is an appropriate number of students a middle school teacher should see each day/term/year? Is there a relationship between how a teacher works with students and the number of students assigned to a teacher?
2. What is the appropriate number of teachers for middle school students to see each day/term/year? Is there a relationship between student behavior and "sense of belonging" and the number of teachers a student is assigned during a day/term/year?
8 GUIDING QUESTIONS WHICH HELP US REVISIT THE MISSION
AND GOALS OF MIDDLE SCHOOLS, CON’T
3. What is the appropriate time balance between core and encore subjects? What factors should be considered in determining this balance?
4. What is the appropriate number of subjects for students to be enrolled during any one day/term/year? Is there a relationship between the number of classes for which students are responsible and their success in those classes?
5. How should exploratory classes be scheduled in relation to other subjects?
a. What percentage of a student’s day should be spent in the following basic subjects: English (including reading), mathematics, science, and social studies?
b. How should the total time allocated to ELA, math, science and social studies be divided among these subjects?
c. How should the time allocated to encore classes be divided among the various possibilities?
KEY QUESTION 3:
Factor Avg. ES Percentile Gain OTL .88 31 Time .39 15 Monitoring .30 12 Pressure to achieve .27 11 Parental involvement .26 10 School climate .22 8 Leadership .10 4 Cooperation .06 2
SCHOOL FACTORS INFLUENCING ACHIEVEMENT
1. OPPORTUNITY TO LEARN - THE EXTENT TO WHICH THE SCHOOL ENSURES THAT THE SPECIFIED CURRICULUM ISBEING FOLLOWED AND THAT THE CURRICULUM INCLUDESCONTENT ON WHICH STUDENT ACHIEVEMENT IS ASSESSED.
To what extent does your school provide explicit guidelines in terms of the content to be taught in classes?1 2 3 4
To what extent does your school monitor the extent to which the contentguidelines are being followed?1 2 3 4
To what extent does your school monitor the extent to which the contentin the curriculum covers the material on the assessment(s) used tojudge student achievement?1 2 3 4
2. TIME - THE AMOUNT OF TIME THE SCHOOL DEDICATES TO INSTRUCTION
To what extent is your school aware of the time it devotes to instructional versus non-instructional activities?1 2 3 4
To what extent does your school maximize the amount of time scheduled for instruction?1 2 3 4
To what extent does your school monitor the extent to whichclassroom teachers maximize their instructional time?1 2 3 4
8 GUIDING QUESTIONS WHICH HELP US REVISIT THE MISSION AND GOALS OF MIDDLE SCHOOLS,
CON’T
6. While many middle school schedules on paper show the possibility of flexibly combining single periods into longer instructional blocks, in practice, we find classes typically are taught in single periods; hence, does the middle school experience become even more fragmented for both students and teachers? Does such practice create stress and make it difficult for teachers to implement some of the more productive teaching strategies?
8 GUIDING QUESTIONS WHICH HELP US REVISIT THE MISSION AND GOALS OF MIDDLE SCHOOLS,
CON’T
7. With the growing diversity of school populations, do we need to plan schedules which permit extended learning time for those students who need additional time to meet course expectations?
8. Should a middle school schedule be compatible with elementary and high school schedules in the feeder pattern?
However…remember the prime rule of school scheduling:
To put something in, you must take something out!
MIDDLE SCHOOL SCHEDULING OPTIONS
Four-Block Schedule (and variations)
Equal Core Periods > Encore Periods
The Intervention/Enrichment Period
Encore Scheduling Options
Math Scheduling Ideas
THE FOUR-BLOCK SCHEDULE: (DOUBLE DOSE OF LA AND M)
Block IV
Block III
Block II
Block I
Elective/Exploratory/PE
ScienceSocial Studies
Mathematics
Language Arts and Reading
Day 2Day 1
TWO-TEACHER TEAM
Times 8:00-8:10
Block I8:10-9:40
Block II9:45-11:15
11:20-11:50
Block III11:55-1:25
Block IV1:30-3:00
Teacher A
LA/R/SSHR
LA/R
Group 1
LA/R
Group 2Lunch
SSGroup 1
Day 1Group 2
Day 2
PE, Elective, and
ExploratoryFor Students
PlanningFor Teachers
Teacher B
M/SCHR
Math
Group 2
Math
Group 1Lunch
ScienceGroup 2
Day 1Group 1
Day 2
THREE-TEACHER TEAM
Times 8:00-8:10
Block I8:10-9:40
Block II9:45-11:15
11:20-11:50
Block III11:55-1:25
Block IV1:30-3:00
Teacher ALA/R HR LA/R
Group 1LA/R
Group 2 Lunch LA/RGroup 3
PE , Elective, and
ExploratoryFor Students
PlanningFor Teachers
Teacher BMath HR Math
Group 3Math
Group 1 Lunch MathGroup 2
Teacher CSS/SC HR SS/SC
Group 2SS/SC
Group 3 Lunch SS/SCGroup 1
FOUR-TEACHER TEAM
Times 8:00-8:10
Block I8:10-9:40
Block II9:45-11:15
11:20-11:50
Block III11:55-1:25
Block IV1:30-3:00
Teacher A
LA/RHR LA/R
Group 1LA/R
Group 2 Lunch LA/RGroup 3
PE, Elective,
and Exploratory
For Students
PlanningFor
Teachers
Teacher BMath HR Math
Group 4Math
Group 1 Lunch MathGroup 2
Teacher CSS(LA) HR
SSD1-Grp. 3D2-Grp. 2
LAGroup 4 Lunch
SSD1-Grp. 1D2-Grp. 4
Teacher D
SC (M)HR
SCD1-Grp. 2D2-Grp. 3
MathGroup 3 Lunch
SCD1-Grp. 4D2-Grp. 1
SIX-TEACHER TEAM
8:00-8:10
Block I8:10-9:40
Block II9:45-11:15
11:20-11:50
Block III11:55-1:25
Block IV1:30-3:00
Teacher ALA/R HR LA/R
Group 1LA/R
Group 2 Lunch LA/RGroup 3
PE, Elective, and ExploratoryFor Students
PlanningFor Teachers
Teacher BMath HR Math
Group 3Math
Group 1 Times MathGroup 2
Teacher CSS HR
SSD1-Grp. 2D2-Grp. 4
SSD1-Grp. 3D2-Grp. 5
LunchSS
D1-Grp. 1D-2-Grp.6
Teacher DSC HR
SCD1-Grp. 4D2-Grp. 2
SCD1-Grp. 5D2-Grp. 3
LunchSC
D1-Grp. 6D-2-Grp.1
Teacher ELA/R HR LA/R
Group 5LA/R
Group 6 Lunch LA/RGroup 4
Teacher FMath HR Math
Group 6Math
Group 4 Lunch MathGroup 5
FOUR-BLOCK MASTER SCHEDULE
Times 8:00-8:10
Block I8:10-9:40
Block II9:45-11:15
11:20-11:50
Block III11:55-1:25
Block IV1:30-3:00
Grade 6 HR CoreBlock 1
CoreBlock 2 Lunch Core
Block 3 Planning
Grade 7 HR CoreBlock 1
CoreBlock 2 Lunch Planning Core
Block 3
Grade 8 HR Core Block 1 Planning Lunch CoreBlock 2
CoreBlock 3
PE/H Duty Planning ½Grade 8 Lunch ½
Grade 7½
Grade 6
Explore.And/orElective
Duty Planning ½Grade 8 Lunch ½
Grade 7½
Grade 6
MAJOR PROS AND CONS OF FOUR-BLOCK
Pros• 90 minutes is provided daily for
LA/Reading and Mathematics.
• Students and teachers only take or teach three academic classes daily.
• LA and Mathematics teachers instruct only three groups all year.
• Adequate time is provided for SS/SC.
• Adequate time is provided for Encore for most students.
Cons• Students who select two year-
long electives (i.e. Band and FL) have difficulty scheduling PE/H.
• No clear time for re-teaching.
• SS/SC teachers on six-teacher teams work with six sections all year long.
• SS/SC teachers may not believe adequate time has been allocated.
THE FOUR-BLOCK: VARIATION 1
Block IV
Block III
Block II
Block I
Elec./Exp.Elec./Exp.
ScienceSocial Studies
LA/Reading
Day 2Day 1
Mathematics Foreign Lang.
FOUR-BLOCK SCHEDULE: VARIATION 2
Block IV
Block III
Block II
Block I
Elec./Exp.Elec./Exp.
ScienceSocial Studies
Mathematics
Day 2Day 1
LA/Reading Foreign Lang.
THE FOUR-BLOCK SCHEDULE WITH A 9TH PERIOD FOR INTERVENTION/ENRICHMENT
Block IV
Block III
Block II
Block I
PE/Exp./Elec.PE/Exp./Elec.
ScienceSocial Studies
Mathematics
Language Arts and Reading
Day 2Day 1
PE/Exp./Elec./Interv./Enr.9th Period
UNEQUAL CORE AND ENCORE PERIODS IN 390-MINUTE DAY
Core 1 (60m)
Elec./Exp.
Elec./Exp.
Science
Social Studies
LA/Reading
MathematicsCore 2 (60m)
Core 3 (60m)
Core 4 (60m)
Encore 1 (45 m)
Encore 2 (45 m)
LunchLunch (35m)
THE FIVE-BLOCK SCHEDULE
Block 5
Block IV
Block III
Block II
PE/Health
ElectiveElective
LA/RLA/R
Math Math
Social Studies Science
Block I
Day 1 Day 2
World Lang.
THE 8 A/B SCHEDULE WITH AND INTERVENTION/ENRICHMENT BLOCK
Block IV
Block III
Block II
Block I
Intervention/ Enrichment7
65
Day 2Day 1
1 2
3 4
M T W R F
Block 1(90)
1 2 1 2 1
Block 2(90) 3 4 3 4 3
Block 3(82)
5 and Lunch
5 and Lunch
5 and Lunch
5 and Lunch
5 and Lunch
Block 4(90) 7 6 7 6 7
7 A/B WITH INTERVENTION/ENRICHMENT PERIOD
(30) School-wide Intervention/Enrichment Period
Table 4.1 Sample Structure of Intervention/Enrichment Period for One Grade Level
Groups Activity Staff
25% of students Writing lab One LA teacher
25% of studentsScience and social studies
enrichment activitiesSS and/or SC teacher
15% of students Math interventionsMath teacher(s) and
computer lab
35% of students Reading interventionsLA Teacher(s),
LD teacher, 2 reading specialists
Table 4.2 Sample Structure of Intervention/Enrichment Period for One Grade Level with Four Base Teachers and 92 Students
Number of students Activity Staff
20 students Social studies enrichment TAG teacher
15 students Science enrichmentLibrary/media specialist
or classroom teacher
18 students Writing lab Title I or reading specialist
12 students Special servicesLD teacher, ESL teacher, speech/language teacher
10 students Math interventionsMath specialist, classroom
teacher, and/or computer lab
17 students Reading interventionsTitle I, reading specialist,
SPED teacher, one or more classroom teachers
KEY ISSUES FOR INTERVENTION/ ENRICHMENT PERIOD
• Scheduling the I/E Period is easy; organizing and structuring activity during the period requires significant preparation and constant monitoring and revision.
• All students must be productively engaged; the time cannot be allowed to devolve into a dreaded study hall!
• A system for keeping track of students during this period must be implemented.
• While some school-wide, grade level, or team activities (assemblies, pep rallies, school pictures, guidance meetings, course registration, seminars, etc.), may use some of this period, the primary purpose is for Intervention/Enrichment, which may include extended learning time, re-teaching, re-testing, tutoring, etc.
• The best I/E periods are data-driven by a strong formative assessment system.
Two Periods for Encore???
Three Periods for Encore???
SCHEDULING ENCORE
YEAR-LONG OR BY QUARTER, TRIMESTER OR SEMESTER?
Should be Year-long Band
Orchestra
Chorus
PE
World Language
May be Offered by Quarter, Trimester, or Semester Art
FACS
Technology
Health
General Music
TWO PERIOD ENCORE ROTATIONS
A Day B Day
Period 1 Exploratory Rotation or Daily Elective (i.e. FL)
Period 2 PE B/O/ CH/GM
Example 1:
TWO PERIOD ENCORE ROTATIONS
A Day B Day
Period 1 B/O/Ch or Elective
Period 2 PE FL*
*Two years of FL required to complete Carnegie Unit minutes.
Example 2:
TWO PERIOD ENCORE ROTATIONS
A Day B Day
Period 1 PE
Period 2 B/O/Ch or Elective FL*
*Two years of FL required to complete Carnegie Unit minutes.
Example 3:
ENCORE ROTATIONS: 3 CHOICES IN TWO PERIODS
A Day B Day C Day
Period 1 Class 1 Class 3 Class 2
Period 2 Class 2 Class 1 Class 3
ENCORE ROTATIONS: 3 CHOICES IN TWO PERIODS
A Day B Day C Day
Period 1 PE/H Band Spanish
Period 2 Spanish PE/H Band
Example:
3 PERIOD ENCORE ROTATIONS
Sample 1
Period 1Daily PE
Period 2Daily 9W FACS 9W Tech. 9W
Art9W
Health or?
Period 3E-O-D World Language B/O/CH/GM
3 PERIOD ENCORE ROTATIONS
Sample 1a
Block 1/2E-O-D PE
Block 1/2E-O-D 9W FACS 9W Tech. 9W
Art9W
Health or?
Period 3E-O-D World Language B/O/CH/GM
3 PERIOD ENCORE ROTATIONS
Sample 2
Period 1Daily B/O/C/GM
Period 2Daily 9W FACS 9W Tech. 9W
Art9W
Health or?
Period 3E-O-D PE World Language
3 PERIOD ENCORE ROTATIONS
Sample 3
Period 1Daily World Language
Period 2Daily 9W FACS 9W Tech. 9W
Art9W
Health or?
Period 3E-O-D PE B/O/C/GM
3 PERIOD ENCORE ROTATIONS
Sample 4
Period 1Daily World Language
Period 2Daily 18 Week Elective 18 Week Elective
Period 3E-O-D PE B/O/C/GM
Common Curriculum
Common Pacing
Common Formative and Summative Assessments
Collaborative Monitoring System
Common Time for Intervention and Enrichment
ACHIEVING COMMON GOALS
SHORT INTER-SESSIONS
40Days
5Days
40Days
5Days
40Days
5Days
40Days
5Days
Assessm
ent
Assessm
ent
Assessm
ent
Assessm
ent
Intervention/E
nrichment
Intervention/E
nrichment
Intervention/E
nrichment
Intervention/E
nrichment
Paced
Instru
ction
Paced
Instru
ction
Paced
Instru
ction
Paced
Instru
ction
PROGRESSIVE ALGEBRA--RETTIG AND CANADY, 1998.
T’s Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
MA A1 A2 A3 A4 G1 G2 G3 G4
MB A1 A2 A3 A4 G1 G2 G3 G3
MC A1 A2 A3 A3 A4 G1 G2 G2
MD A1 A2 A2 A3 A4 A4 G1 G1
ME A1 A1 A2 A2 A3 A4 A4 G1
MF A1 A1 A2 A2 A3 A3 A4 A4
Key: Q=4.5 weeks; A=Algebra I, 4 Parts; G=Geometry 4 Parts
60-90 MINUTE BLOCK OF TIMECONCEPT/MASTERY 8-DAY ROTATING SCHEDULE
Day 1M
Day 2T
Day 3W
Day 5F
Day 4Th
Day 6M
Day 7T
Day 8W
50 min.Blocks
A
B
CL
D
C
CL=Computer Lab
C=Concept Class = Two Groups, Heterogeneous Class (e.g.”1,5”)
M=Mastery Group = One Group, Performance Level Class (e.g. “5”)
A,B,C,D = Teachers
CL=Computer Lab
C=Concept Class = Two Groups, Heterogeneous Class (e.g.”1,5”)
M=Mastery Group = One Group, Performance Level Class (e.g. “5”)
A,B,C,D = Teachers
C 1,5 C 1,5
C 2,6 C 2,6
P 1
P 6
P 5
P 2
C 1,5 C 1,5
C 2,6 C 2,6
P 1
P 6
P 5
P 2
2,5 1,6
C 3,7 C 3,7 P 3 P 7
C 4,8 C 4,8 P 8 P 4
C 3,7 C 3,7
C 4,8 C 4,8
P 3 P 7
P 8 P 4
4,7 2,8 4,7 3,8 2,5 1,6
One year research; one year preparation.
Form study team; include administrators, teachers, students, and parents.
Design decision-making process.
Make general presentation to staff.
Read, bring in practitioners, visit schools.
Involve all staff; leave no one behind.
STUDY PROCESS
STAFF DEVELOPMENT PLANNING: SAMPLE WORKSHOP
I. Subject-Specific Issues: “Surviving and Thriving in a Block Schedule”
8:30-9:30 Panel “General Instructional Issues”
9:30-9:45 Break
9:45-11:45 Subject Area Breakouts
Topics: Planning, pacing, classroom organization, time use, instructional strategies and assessment.
11:45-1:00 Lunch
1:00-2:30 Subject Area Breakouts
Topic: Sample Lesson
2:30-2:45 Break
2:45-3:30 Panel “Q and A”
STAFF DEVELOPMENT PLANNING, CON’T.
II. Instructional Strategies
A. Cooperative Learning (Minimum 2 days)
B. Socratic Seminars (2 days)
(Humanities Teachers)
C. Technology (2 days)
Math/Science/Tech/ Teachers
D. Models of Teaching (1-2 days)
IV. On-going Staff Development
A. Collaborative sharing by and/or across departments scheduled on a regular basis.
B. District-wide sessions by departments to share what works.
C. Additional staff development sessions
III. Pacing Guides and Lesson Design (2 days in departments)
STAFF DEVELOPMENT PLANNING, CON’T.
THE FOUR CIRCLES OF ENGAGEMENT
Physical Domain
Movement
Social/EmotionalDomain
Affiliation
Cognitive Domain
IntellectualChallenge
Active Learning Strategies
Social/Emotional Domain
Choice
1. Explanation (20-25 mins.)
Objective
Plan for the Day
Connections to Previous Learning
Homework Review
Teach New Material
2. Application (40-45 mins.)
3. Synthesis (15-20 mins.)
Assessment
Re-teaching
Establish Connections and Relevance
Closure
THREE-PART LESSON-DESIGN
APPLICATION PHASE
I. Cooperative Learning
II. Paideia Seminars
III. Laboratory
IV. Simulation
V. Models of Teaching
A. Concept Development
B. Inquiry
C. Concept Attainment
D. Synectics
VI. Learning Centers or Stations
VII. Technology
VIII. Content Area Literacy Strategies
HOW TO FAIL WHEN IMPLEMENTING A NEW SCHEDULE
I. Mess-up the Process
A. Don’t identify the goals.
B. Start with an administrative edict.
C. Let the study committee dominate.
D. Don’t involve the parents.
E. Don’t involve the students.
F. Don’t involve the central office.
G. Don’t involve the union.
HOW TO FAIL WHEN IMPLEMENTING A NEW SCHEDULE, CON’T.
H. Do an incomplete study.
1. Don’t read and do research.
2. Don’t visit other schools.
3. Don’t do a mock master schedule.
4. Don’t create sample teacher and student schedules.
5. Don’t address benefits for both students and teachers.
HOW TO FAIL WHEN IMPLEMENTING A NEW SCHEDULE, CON’T.
II. Do Poor Planning
A. Don’t create pacing guides.
B. Assume teachers will change instruction to fit the block without staff development assistance.
C. Don’t change school policies to be in line with the new schedule.
HOW TO FAIL WHEN IMPLEMENTING A NEW SCHEDULE, CON’T.
III. Create a Poorly Constructed Schedule
A. Don’t balance teams academically.
B. Make sure you have unequal class times.
C. Create short chunks of unusable time.
D. Create split periods to run lunch.
E. Make sure students can’t take (fill in the blank) “because of the schedule.”
III. Don’t Continue to do Staff Development After the first year.
IV. Don’t Plan to Evaluate until Someone Asks for It.
AVAILABLE AT WWW.EYEONEDUCATION.C
OM
Scheduling Strategies for Middle Schools
Rettig, M. D. & Canady, R. L. (2000). Scheduling strategies for middle schools. Larchmont, NY: Eye On Education.
REFERENCES
Canady, R. L. & Rettig, M. D. (Eds.) (1996). Teaching in the block: Strategies for engaging active learners. Larchmont, NY: Eye On Education. Canady, R. L. & Rettig, M. D. (1995). Block scheduling: A catalyst for change in high school. Larchmont, NY: Eye on Education.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria,VA: ASCD.
Rettig, M. D. (2005). Directory of high school scheduling models in Virginia. A report of the "Study of innovative high school scheduling in Virginia". Harrisonburg, VA: James Madison University, http://coe.jmu.edu/EdLeadership/index2.htm.
Rettig, M. D. & Canady, R. L. (2000). Scheduling strategies for middle schools. Larchmont, NY: Eye On Education.
Rettig, M. D., McCullough, L. L., Santos, K.E., and Watson, C.R. (2004). From rigorous standards to student achievement: A practical process. Larchmont, NY: Eye on Education.
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Lunch (25)
Grade 6 (85) Grade 8 (85)
Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90)
Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90)
Planning (90)
Re-teaching, Enrichment, or Planning
(45)
Grade 7 (85)
Block IV (85)
Block II and Lunch (110) Block III (85) Block IV Planning (85)
Block II Planning (85) Block III and Lunch (110)
Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90) Block II and Lunch (110) Block III Planning (85)
Four Block Schedule with One Schoolwide 9th Period for Re-teaching, Enrichment, and Electives (Sample 1)
Block IV (85)
8:45
AM
8:50
AM
8:55
AM
9:00
AM
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AM
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0 P
M
12:0
5 P
M
12:1
0 P
M
12:1
5 P
M
12:2
0 P
M
12:2
5 P
M
12:3
0 P
M
12:3
5 P
M
12:4
0 P
M
12:4
5 P
M
12:5
0 P
M
12:5
5 P
M
1:00
PM
1:05
PM
1:10
PM
1:15
PM
1:20
PM
1:25
PM
1:30
PM
1:35
PM
1:40
PM
1:45
PM
1:50
PM
1:55
PM
2:00
PM
2:05
PM
2:10
PM
2:15
PM
2:20
PM
2:25
PM
2:30
PM
2:35
PM
2:40
PM
2:45
PM
2:50
PM
2:55
PM
3:00
PM
3:05
PM
3:10
PM
3:15
PM
3:20
PM
3:25
PM
3:30
PM
3:35
PM
3:40
PM
Gra
de
6G
rad
e 7
Gra
de
8P
E/E
lect
ives
HR
(20
)
Plan (80) Block II (80)
Reading, Avid, PE, EC, ESL, FL (40)
Lunch/ Advisory
(40)Block I (80)
HR
(20
)
Block I (80)
Four Block Schedule with Grade Level 9th Periods for Re-teaching, Enrichment, and Electives (Around Late Lunch)
HR
(20
)
Block I (80) Block II (80)Lunch/
Advisory (40)
Reading, Avid, PE, EC, ESL, FL (40)
Block III (80) Plan (80)
HR
(20
)
Grade 8 (80)
Grade 7 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 8 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 6 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 7 (80)
Plan (80)
Lunch/ Advisory
(40)
Block III (80)
Grade 6 (80)
Lunch/ Advisory
(40)Block II (80) Block III (80)
Reading, Avid, PE, EC, ESL, FL (40)
Figure 8.1 Math/Algebra Team Middle School Master Block Schedule
Block I
Block II
Block III
Block IV
6th
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
D1
LA 6-1
LA 6-2
SS 6-3
SC 6-4
LA 6-3
LA 6-4
SS 6-5
SC 6-6
LA 6-5
LA 6-6
SS 6-1
SC 6-2
ALL 6TH GRADE STUDENTS IN MATH; TEACHER PLANNING
D2
SS 6-4
SC 6-3
SS 6-6
SC 6-5
SS 6-2
SC 6-1
7th
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
D1
LA 7-1
LA 7-2
SS 7-3
SC 7-4
LA 7-3
LA 7-4
SS 7-5
SC 7-6
ALL 7TH GRADE STUDENTS IN MATH; TEACHER PLANNING
LA 7-5
LA 7-6
SS 7-1
SC 7-2
D2
SS 7-4
SC 7-3
SS 7-6
SC 7-5
SS 7-2
SC 7-1
8th
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
D1
ALL 8TH GRADE STUDENTS IN MATH; TEACHER PLANNING
LA 8-1
LA 8-2
SS 8-3
SC 8-4
LA 8-3
LA 8-4
SS 8-5
SC 8-6
LA 8-5
LA 8-6
SS 8-1
SC 8-2
D2
SS 8-4
SC 8-3
SS 8-6
SC 8-5
SS 8-2
SC 8-1
MATH
8TH Grade; 6 Teachers
Math Planning
7th Grade; 6 Teachers
6th Grade; 6 Teachers
PE/ Exp
6-5, 7-5 6-6, 7-6
6-1, 7-1, 8-5 6-2, 7-2, 8-6
6-3, 8-1 6-4, 8-2
7-3, 8-3 7-4, 8-4
9 Period Day 62min LA and Math 40min SS,SC,FL & Encore
8:30
AM
8:40
AM
8:44
AM
8:48
AM
8:52
AM
8:56
AM
9:00
AM
9:04
AM
9:08
AM
9:12
AM
9:16 AM
9:20
AM
9:24
AM
9:28
AM
9:32
AM
9:36 AM
9:40 AM
9:44
AM
9:48
AM
9:52
AM
9:56
AM
10:00
AM
10:04 AM
10:08 AM
10:12 AM
10:16 AM
10:20 AM
10:24 AM
10:28 AM
10:32 AM
10:36 AM
10:40 AM
10:44
AM
10:48 AM
10:52 AM
10:56 AM
11:00 AM
11:04 AM
11:08 AM
11:12 AM
11:16 AM
11:20 AM
11:24 AM
11:28
AM
11:32 AM
11:36 AM
11:40 AM
11:44 AM
11:48 AM
11:52 AM
11:56 AM
12:00 PM
12:04 PM
12:08 PM
12:12
PM
12:16 PM
12:20 PM
12:24 PM
12:28 PM
12:32 PM
12:36 PM
12:40 PM
12:44
PM
12:48
PM
12:52 PM
12:56 PM
1:00
PM
1:04
PM
1:08
PM
1:12
PM
1:16
PM
1:20
PM
1:24
PM
1:28
PM
1:32 PM
1:36
PM
1:40
PM
1:44
PM
1:48
PM
1:52 PM
1:56 PM
2:00
PM
2:04
PM
2:08
PM
2:12
PM
2:16 PM
2:20
PM
2:24
PM
2:28
PM
2:32
PM
2:36
PM
2:40
PM
2:44
PM
2:48
PM
2:52
PM
2:56
PM
3:00 PM
LA 6 LA 6-1/2
LA 6-2/3
LA 6-4/5
LA 6-5/6 Lunch Plan Plan
Math 6 Math 6-2/3
Math 6-1/2
Math 6-5/6
Math 6-4/5 Lunch Plan Plan
SS 6 SS 6-4 SS 6-5 SS 6-6 SS 6-1 SS 6-2 SS 6-3 Lunch Plan Plan
SC 6 SC 6-6 SC 6-4 SC 6-5 SC 6-3 SC 6-1 SC 6-2 Lunch Plan Plan
LA 7 LA 7-1/2 LA 7-2/3 Plan Plan Lunch LA 7-4/5 LA 7-5/6
Math 7 Math 7-2/3 Math 7-1/2 Plan Plan Lunch Math 7-5/6 Math 7-4/5
SS 7 SS 7-4 SS 7-5 SS 7-6 Plan Plan Lunch SS 7-1 SS 7-2 SS 7-3
SC 7 SC 7-6 SC 7-4 SC 7-5 Plan Plan Lunch SC 7-3 SC 7-1 SC 7-2
LA 8 Plan Plan
LA 8-1/2 Lunch LA 8-2/3 LA 8-4/5 LA 8-5/6
Math 8 Plan Plan
Math 8-2/3 Lunch Math 8-1/2 Math 8-5/6 Math 8-4/5
SS 8 Plan Plan
SS 8-4 SS 8-5 Lunch SS 8-6 SS 8-1 SS 8-2 SS 8-3
SC 8 Plan Plan
SC 8-6 SC 8-4 Lunch SC 8-5 SC 8-3 SC 8-1 SC 8-2
FL 6 FL 6-5 FL 6-6 FL 6-4 FL 6-2 FL 6-3 FL 6-1 Lunch Plan Plan
FL 7 FL 7-5 FL 7-6 FL 7-4 Plan Plan Lunch FL 7-2 FL 7-3 FL 7-1
FL 8 Plan Plan
FL 8-5 FL 8-6 Lunch FL 8-4 FL 8-2 FL 8-3 FL 8-1
Encore 8th 8th Plan 7th 7th Lunch/Plan 6th 6th
Figure 2.11 SAMPLE MIDDLE SCHOOL MASTER SCHEDULE
1:05 Flames, Raptors, Red Roos 6
T/A
C O R E ( 190 minutes )
lunch
C
C O R E ( 80 minutes )
PE/WHEEL
1:05 Coyotes, Chameleons, Shockwaves 6
T/A
C O R E ( 160 minutes )
lunch
B
C O R E ( 110 minutes )
PE/WHEEL
9:35 Dragons 7
T/A
PE/ELECTIVE
C O R E ( 160 minutes )
lunch
E
C O R E ( 110 minutes )
11:35 1:05 Hotshots 7
T/A
C O R E ( 130 minutes )
lunch
A
CORE
(50 minutes)
PE/ELECTIVE
CORE ( 90 minutes )
9:35 Wave 8
T/A
PE/ELECTIVE
C O R E ( 130 minutes )
lunch D
C O R E ( 140 minutes )
9:35 11:05 Champions 8
T/A
CORE (90 minutes)
PE/ELECTIVE
CORE (70 minutes)
lunch
E
CORE ( 110 minutes)
9:35 11:05 Aquarius 7
T/A
CORE (90 minutes)
PE/ELECTIVE
CORE
(40 minutes)
lunch
D
C O R E (140 minutes)
PE & ELECTIVES
T/A
Dragons, Wave, Superstars ( 8th )
Champions, Phoenix
Teacher Lunch
Hotshots, Superstars (7th)
All 6th Grade Teams
11:35 1:05 Superstars ( 7th ) ESL 1
T/A
C O R E ( 130 minutes)
lunch
A
CORE
(50 minutes)
PE/ELECTIVE
CORE (90 minutes)
9:35 Superstars (8th) ESL 1
T/A
PE/ELECTIVE
CORE
(40 minutes)
lunch
A
C O R E ( 230 minutes )
TIMES 7:45 8:05 (8:15 on M & F ) LUNCH STARTS : A 10:15 B 10:47 C 11:19 D 11:51 E 12:23 2:35 PE/Elective classes are 90 minutes on alternate days - * Star Day, periods 2,4, 6, 8 || Stripe Day, periods 3, 5, 7, 9
Figure 2.12 Champions’ Team Schedule
Monday
Block I
PE
Elective
Block
II
Lu n c h
Block
III
Block
IV
Tuesday
Block
V
Block
I
Block
II
Block
III
Wednesday
Block
IV
Block
V
Block
I
Block
II
Thursday
Block
III
Block
IV
Block
V
Block
I
Friday
Block
II
Block
III
Block
IV
Block
V
8:05am 9:35am 11:05am 12:20pm 12:57pm 1:45pm 2:35
NOTE : The Friday Schedule alternates weekly.
Figure 3.19 Five-Day Rotational Block Master Schedule with Rotating Core, A/B PE/Exploratory, and Daily Band: Sample Student Schedules 7:45-8:00 a.m.
8:00-9:30 a.m.
9:30-11:00 a.m.
11:00 a.m.-1:15 p.m.
1:15-2:45 p.m.
Periods
1
2
3
4
5
6
7
8
9
Day 1
Math I
Reading 6
11:45-12:30
SS
12:30-1:15
Band/Extension SS
Day 2
LA 6
Science 6
Math
Math
Day 3
Reading 6
Social Studies 6
LA
LA
Day 4
Science 6
Math I
Read
Read
G r a d e 6
H o m e r o o m
Day 5
Social Studies 6
LA 6
11:00- 11:45
L U N C H
Science Science
Day 1 Related Arts Health/ PE Day 2
Day 1
Math II
11:00-11:45
Read
12:30-1:15
Band/Extension Read
Social Studies 7
Day 2
Science 7
LA
LA
Math II
Day 3
Reading 7
SS
SS
Science 7
Day 4
LA 7
Math
Math
Reading 7
G r a d e 7
H o m e r o o m
Day 5
Social Studies 7
Day 1 Related Arts Health/ PE Day 2
Science
11:45- 12:30
L U N C H
Science
LA 7
Day 1
Algebra I
11:00-11:45
SS
11:45-12:30
Band/Extension SS
Science 8
Day 2
Spanish I
LA 8
LA 8
Algebra I
Day 3
Social Studies 8
Science
Science
Spanish I
Day 4
LA 8
Alg. I
Alg. I
Social Studies 8
G r a d e 8
H o m e r o o m
Day 5
Day 1 Related Arts Health/ PE Day 2
Science 8
Sp. I
Sp. I
12:30- 1:15
L U N C H
LA 8
Note: Where the are shown, this class is extended into the next instructional period for all students who are not in band. Each of the five core classes is extended for 45 minutes once a week. Band students miss this extended class. Core classes rotate. PE/health and exploratories alternate on an E-O-D basis. Band meets in the same two periods daily (Periods 6 and 7). The high school band director comes in to lead the Grade 8 band. Grade 7 students who qualify can be in the Grade 8 band; they simply follow the eighth grade schedule during lunch and band times. If the high school band director is unavailable for Grade 8 band, it needs to be moved to the 10:50-11:35 slot to avoid a conflict).
Figure 3.18 Five-Day Rotational Block Master Schedule with Rotating Core, A/B PE/Exploratory, and Daily Band: Master Schedule 7:45-8:00 a.m.
8:00-9:30 a.m.
9:30-11:00 a.m.
11:00 a.m.-1:15 p.m.
1:15-2:45 p.m.
Periods
1
2
3
4
5
6
7
8
9
Day 1
Class 1
Class 2
11:45-12:30
Class 6
12:30-1:15
Band/Extension Class 6
Day 2
Class 3
Class 4
Class 2
Class 2
Day 3
Class 6
Class 1
Class 4
Class 4
Day 4
Class 2
Class 3
Class 1
Class 1
G r a d e 6
H o m e r o o m
Day 5
Class 4
Class 6
11:00- 11:45
L U N C H
Class 3 Class 3
Day 1 Related Arts Health/ PE Day 2
Day 1
Class 1
11:00-11:45
Class 9
12:30-1:15
Band/Extension Class 9
Class 2
Day 2
Class 5
Class 2
Class 2
Class 8
Day 3
Class 9
Class 8
Class 8
Class 1
Day 4
Class 2
Class 1
Class 1
Class 5
G r a d e 7
H o m e r o o m
Day 5
Class 8
Day 1 Related Arts Health/ PE Day 2
Class 5
11:45- 12:30
L U N C H
Class 5
Class 9
Day 1
Class 3
11:00-11:45
Class 9
11:45-12:30
Band/Extension Class 9
Class 4
Day 2
Class 5
Class 4
Class 4
Class 8
Day 3
Class 9
Class 8
Class 8
Class 3
Day 4
Class 4
Class 3
Class 3
Class 5
G r a d e 8
H o m e r o o m
Day 5
Day 1 Related Arts Health/ PE Day 2
Class 8
Class 5
Class 5
12:30- 1:15
L U N C H
Class 9
Note: Where the are shown, this class is extended into the next instructional period for all students who are not in band. Each of the five core classes is extended for 45 minutes once a week. Band students miss this extended class. Core classes rotate. PE/health and exploratories alternate on an E-O-D basis. Band meets in the same two periods daily (Periods 6 and 7). The high school band director comes in to lead the Grade 8 band. Grade 7 students who qualify can be in the Grade 8 band; they simply follow the eighth grade schedule during lunch and band times. If the high school band director is unavailable for Grade 8 band, it needs to be moved to the 10:50-11:35 slot to avoid a conflict (See Figure 3.19 for a second option).
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